Students will be able to
1) Use molar masses to convert between moles and masses of a substance
2) Prove understanding of Avogadro’s number by converting amongst masses, volumes, and # of atoms/particles
I will introduce Avogadro’s Number with an explanation of Avogadro’s number being a set number of atoms and how a mole of one element can have a greater mass than a mole of another element. After explaining what it is I will ask them why it may be important. An explanation of an elements molar mass will be necessary (grams/mole).
Instructional Activities
I will work a few samples on the board. Then the students will complete a worksheet of sample questions on their own. The worksheet will have two sections, one for individual work and one for the group work. They will then break up and work more problems in groups (assigned).
Concluding the Lesson
Students will present answers up on the board with their group. The Students as a group will explain their logic behind setting up the problem and the class will vote on whether or not they think it is the right answer.
Assessing Student Understanding
Each group will present their answers on the board and I will use this is an assessment.
The reason I planned this lesson the way that I did was because I was in large part considering the assessment. I realize how valuable a teacher's time can be and I know that having a quick and effective assessment can be invaluable to moving the class along to the next topic. By having groups of students post answers on the board and have them explain their thought processes I can quickly determine who may be getting the hang of it and who may still be a little lost. It will be important to take note of which student(s) do the most talking during the explanation. Also, by giving the students the opportunity to work in groups they can ask each other questions that they may not want to ask the teacher for fear of embarrassment and learn from each other.
Title: Mole-Mass and Mole-Volume Relationships
Grade Level: 11
Course: General Chemistry
Lesson Overview
Students will be able to1) Use molar masses to convert between moles and masses of a substance
2) Prove understanding of Avogadro’s number by converting amongst masses, volumes, and # of atoms/particles
Learning Performances
Steve Cannici - Learning Goal AnalysisMaterials Needed
CalculatorsTeacher made worksheet
Time Required
~90 MinutesInstructional Sequence
Introducing the lesson
I will introduce Avogadro’s Number with an explanation of Avogadro’s number being a set number of atoms and how a mole of one element can have a greater mass than a mole of another element. After explaining what it is I will ask them why it may be important. An explanation of an elements molar mass will be necessary (grams/mole).Instructional Activities
I will work a few samples on the board. Then the students will complete a worksheet of sample questions on their own. The worksheet will have two sections, one for individual work and one for the group work. They will then break up and work more problems in groups (assigned).Concluding the Lesson
Students will present answers up on the board with their group. The Students as a group will explain their logic behind setting up the problem and the class will vote on whether or not they think it is the right answer.Assessing Student Understanding
Each group will present their answers on the board and I will use this is an assessment.Teaching Resources
Rationale
The reason I planned this lesson the way that I did was because I was in large part considering the assessment. I realize how valuable a teacher's time can be and I know that having a quick and effective assessment can be invaluable to moving the class along to the next topic. By having groups of students post answers on the board and have them explain their thought processes I can quickly determine who may be getting the hang of it and who may still be a little lost. It will be important to take note of which student(s) do the most talking during the explanation. Also, by giving the students the opportunity to work in groups they can ask each other questions that they may not want to ask the teacher for fear of embarrassment and learn from each other.